Speakers: Spea Christy Byrd, Psychology Jody Greene, Literature Rebecca Covarrubias, Psychology Jaye Padgett, Linguistics Robin Dunkin, Ecology & Evolutionary Biology Kyle Parry, History of Art & Visual Culture Sylvanna Falcón, Latin American & Latino Studies Tonya Ritola, Writing Program cit itl@ucsc.edu | cit itl.ucsc.edu | | McHe Henry L Lib ibrary 1 1330A
WHY INCLUSIVE TEACHING? Jaye Padgett Vice Provost for Student Success Senate Forum on Inclusive Teaching (Center for Innovations in Teaching and Learning) April 2018
Educational equity • Our vision is to create an environment where students… • Feel they belong, and are welcome and supported at a campus with a positive climate • Experience the same student success outcomes, including graduation rates and GPAs, whatever their identity, family income, or life background
Gaps have persisted for years 4- and 6-Year Graduation Rates of Frosh by Race/Ethnicity 100% 90% 80% 70% 60% 50% 40% Cohort Entry Year 30% 2005 2006 2007 2008 2009 2010 2011 2012 2013 Overall 4-year graduation rate 50.0% 50.9% 49.5% 54.5% 55.2% 51.5% 52.6% 49.0% 51.9% Overall 6-year graduation rate 73.0% 73.7% 72.1% 76.9% 78.1% 77.2% 77.4% Latinx 4-year graduation rate 43.1% 39.8% 41.3% 42.5% 45.8% 39.4% 42.2% 39.4% 45.8% Latinx 6-year graduation rate 71.2% 69.2% 67.0% 70.8% 75.0% 74.2% 73.5% ABC 4-year graduation rate 39.7% 34.5% 41.3% 46.8% 43.4% 48.9% 48.4% 37.9% 39.5% ABC 6-year graduation rate 64.7% 67.9% 64.2% 71.2% 63.9% 70.7% 73.4%
The whole student • Academic success and student life are connected
It’s not all about academic preparedness • Proportion of our students who are low-income, first- generation, and/or from historically underrepresented and currently minoritized groups: • 60% • Meaning… • Less ‘cultural capital’ • Working 1 or more jobs • Housing / food insecurity • Family crises • Imposter syndrome / sense of belonging • Experience challenging climate
It’s not all academic preparedness • Number of undocumented students: • ~460 • Meaning… • Experiencing national context • Friends and family being deported • Loss of financial aid • …
It’s not all academic preparedness • Students with disabilities • Proportion of students seeking accommodations • In 2007: ~3% • In 2017: 9%
It’s not all academic preparedness • Mental health concerns • Large increases in students with anxiety and depression • UC Santa Cruz has the highest rates in the UC system (by a small margin)
Institutional responsibility • Increasingly the expectation is that we help students succeed • This can feel daunting
Institutional responsibility • But many of the things faculty can do are within easy reach
SUPPORTING FIRST-GENERATION STUDENTS: REFLECTING THE STRENGTHS OF DIVERSE STUDENTS IN OUR TEACHING Rebecca Covarrubias, Assistant Professor of Psychology, CITL Fellow
THE CULTURE CYCLE: MUTUAL INFLUENCE OF SCHOOLS AND STUDENTS Adapted from Markus & Kitayama, 2010
Think about the most important skills that your academic institution expects students to develop while in college. 71% characterized their (N=248; 70% Deans, 9% university as Program Directors, 13% Provost Office) INDEPENDENT (Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012, Study 1)
SELF DEVELOPMENT HELP OTHERS (Stephens, Fryberg, Markus, Johnson, & Covarrubias, 2012, Study 2)
(Covarrubias, Valle, Laiduc, & Azmitia, revise/resubmit)
CULTURAL MISMATCH THEORY Students’ wellbeing and performance are undermined when their model of self (e.g., interdependent) mismatches the university norm of independence (e.g., working-class, first-gen, Latinx, Native) (Covarrubias, Herrmann, & Fryberg, 2016; Fryberg, Covarrubias & Burack, 2013; Fryberg & Markus, 2007; Markus & Conner, 2013; Markus & Kitayama, 1991; Stephens, Fryberg, Markus, Johnson & Covarrubias, 2012)
(Covarrubias, Landa, & Gallimore, in prep)
I have such a connection with my family that I have felt much guilt coming to the university. I feel that I have such a luxury with independence and they are suffering everyday . These thoughts have made me consider dropping out of college and start working full-time to aid my family. Latino Male, First-Gen Student, 19 (Covarrubias & Fryberg, 2015)
ADDRESSING THE CULTURAL MISMATCH
REFLECTIONS FOR FACULTY 1. To not make assumptions about who they are and what they know; 2. To share and bring campus resources to students; and 3. To show compassion and to "be human" so that they are more approachable. (Covarrubias, Valle, & Laiduc, 2017)
[W]e don't all come from a place of having lots of resources. [T]hings that we should have learned in high school, well, I didn't learn them. And [the] use of statements like "you should know this" and "this should be a review"... makes it hard for students to approach them with questions and concerns.
SUPPORTING FIRST-GENERATION STUDENTS IN OUR TEACHING ISSUE TEACHING SUGGESTIONS Students might lack familiarity • Reduce the use of jargon or clarify terminology with university culture • Make course and assignment expectations clear Students might have extensive • Keep high expectations while being flexible demands outside of school • Make resources known to students (e.g., CAPS, EOP , writing) Students might be working • Avoid requiring resources with limited windows of availability multiple jobs because of • Request additional textbooks (e.g., EOP’s Textbook Lending Library) financial hardship • Consider using free course materials, when possible I might be privileging one • Integrate messages and practices of independence and model (e.g., independence) in interdependence in classroom structure, activities and syllabi my classroom • Construct ways of inviting students to showcase their wealth of skills and knowledge in the classroom Supporting First-Generation University Students Series , UC Davis Center for Educational Effectiveness
THANK YOU! Researchers of the Culture & Achievement Collaborative rebeccac@ucsc.edu
Inclusive Course Design Tonya Ritola, Associate Chair, Writing Program
Who Are My Students, and Why Does it Matter? Characteristic* % in W2* Influence on My Teaching* First Generation 24% Making course expectations, procedures, and ● criteria for evaluation explicit in classroom discussion and in course materials. Student of Color 76% Selecting readings and assignments that provide ● students an entry point to connect their lived Multilingual 74% experiences with the content of the course. Focusing on language use as a dynamic, ● International 28% culturally-specific practice and highlighting those differences. Using multiple formats to present information to ● students, in both writing and in speaking. Emphasizing oral communication and peer-to-peer learning as an integral part of the course. * Not mutually exclusive
1. Creating Shared Language about Grades In my classes, I use rubrics as a teaching tool to help students… ● Understand expectations for successful writing, Evaluate how they can improve their writing, and ● Develop a common vocabulary for analyzing writing. ● Through analysis, application, modeling, and peer learning , the criteria I develop to guide students becomes shared language that we use to analyze our own writing, as well as the writing of others.
2. Using Multiple Formats for Presenting Information To help my students understand and comprehend key concepts for writing, I use different formats strategically throughout the quarter: ● Lectures that introduce key concepts Application activities (in class and out of class) ● Homework assignments that reinforce class content ● Reflective writing (in class and out of class) ● Models of successful writing ● ● Small-group and large-group discussions This range provides different learners multiple ways to access course content .
3. Integrating Reflection in the Classroom Reflection helps students direct their own processes for learning. These activities can take several forms, and they don’t have to be graded : Assignment “Wrappers.” Ask students to reflect on three questions: How did ● you prepare? What problems did you have with the assignment? What will you do differently next time? Reflection on Prior Learning. Ask students to reflect on what prior learning ● might be helpful for an assignment and to anticipate what new learning will be required for them to be successful. Self-Assessment of Process . Ask students to evaluate their approaches to ● completing assignments/exams (step-by-step) and then to reflect on what was successful and what they need to improve in the future.
Focusing on Disciplinary Practices to Improve Persistence Robin Dunkin, Ph.D. Assistant Teaching Professor Department of Ecology and Evolutionary Biology Senate Meeting on Inclusive Teaching April 18, 2018 **Skills = Practices = Process Skills = Competencies**
Teaching skills enhances all aspects of the Persistence Framework • Bridges gaps • Improved self efficacy • Disciplinary identity • Peer or instructor recognition • Enhanced future performance Dirks et al., 2006, Jensen et al., 2015, Graham et al., 2013. Starr et al., in prep
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